Abstract
Conversation analysis (CA) developed within sociology in the 1960s as a variant of ethnomethodology (see Heritage, 1984). Studying, researching, and teaching within the University of California system, Harvey Sacks and his collaborators, Emanuel Schegloff and Gail Jefferson, initiated a distinct line of work using conversational materials to address questions of social order. These questions concern how speakers and hearers accomplish orderly and intelligible social interaction through the context-sensitive use of rules, procedures, and conventions for naturally occurring conversation (Zimmerman, 1988; Goodwin & Heritage, 1990). The central focus of this work has been the sequential organization of conversation as turns at talk. Researchers on language and education have used the methods and methodology of conversation analysis to advance understanding of classroom talk as a variant of naturally occurring conversation, and to explore and clarify a wide range of pedagogical, assessment, classroom management, and community relation issues in educational settings.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Austin, J.L.: 1970, Philosophical Papers, Oxford University Press, New York.
Baker, C: 1996, ‘Ticketing rules: Categorisation and moral ordering in a school staff meeting’, in S. Hester & P. Eglin (eds.), Culture in Action: Studies in Membership Categorization Analysis, University Press of America, Boston.
Baker, C: 1997, ‘Transcription and representation in literacy research’, in J. Flood, S.B. Heath & D. Lapp (eds.), A Handbook for Literacy Educators: Research on Teaching the Communicative and Visual Arts, Macmillan, New York.
Baker, C. & Keogh, J.: 1995, ‘Accounting for achievement in parent—teacher interviews’, Human Studies 18, 263–300.
Button, G.: 1991, Ethnomethodology and the Human Sciences, Cambridge University Press, New York.
Farrar, M. P.: 1981, ‘Defining and examining instruction: An analysis of discourse in a literature lesson’, Unpublished doctoral dissertation, Department of Educational Theory, University of Toronto.
French, P. & MacLure, M.: 1979, ‘Getting the right answer and getting the answer right’, Research in Education 22, 1–23.
Frieberg, J. & Freebody, P.: 1996, ‘Analysing literacy events in classrooms and homes: Conversation—analytic approaches’, in P. Freebody & C. Ludwig (eds.), Everyday Literacy Practices in and out of Schools in Low Socio—Economic Urban Communities, Vol. 1, Centre for Literacy Education Research, Brisbane, 185–369.
Garfinkel, H.: 1967, Studies in Ethnomethodology. Prentice—Hall, Inc, Toronto.
Goodwin, C. & Heritage, J.: 1990, ‘Conversation analysis’, Annual Review of Anthropology 19, 283–307.
Green, J. & Meyer, L.: 1991, ‘The embeddedness of reading in classroom lfe: Reading as a situated process’, in C. Baker & A. Luke (eds.), Towards a Critical Sociology of Reading Pedagogy, J. Benjamin Publishing Co., Philadelphia, 141–160.
Heap, J.L.: 1982, ‘Understanding classroom events: A critique of Durkin, wth an alternative’, Journal of Reading Behavior 14, 391–411.
Heap, J.L.: 1985, ‘Discourse in the production of classroom knowledge: Reading lessons’, Curriculum Inquiry 15, 245–279.
Heap, J.L.: 1992, ‘Seeing snubs: An introduction to sequential analysis’. The Journal of Classroom Interaction 27, 23–28.
Heritage, J.: 1984, Garfinkel and Ethnomethodology, Polity Press, Cambridge.
Heyman, R.D.: 1986, ‘Formulating topic in the classroom’, Discourse Processes 9, 37–55.
Heyman, R.D.: 1983, ‘Clarifying meaning through classroom talk’, Curriculum Inquiry 13, 23–42.
Lerner, G.: 1995, ‘Turn design and the organization of participation in instructional activities’, Discourse Processes 19, 111–131.
Macbeth, D.: 1994, ‘Classroom encounters with the unspeakable: “Do you see, Danelle?”’, Discourse Processes 17, 311–335.
Macbeth, D.: 1992, ‘Classroom “floors”: Material organizations as a course of affairs’, Qualitative Sociology 15, 123–150.
McHoul, A.W.: 1978, ‘The organization of turns at formal talk in the classroom’, Language in Society 7, 183–213.
McHoul, A.W.: 1990, ‘The Organization of repair in classroom talk’, Language in Society 19, 349–377.
McHoul, A.W. & Watson, D.R.: 1984, ‘Two axes for the analysis of “commonsense” and “formal” geographical knowledge in classroom talk’, British Journal of Sociology of Education 5,281–302.
Mehan, H.: 1979, Learning Lessons: Social Organization in the Classroom, U.S.A., Harvard University Press, Cambridge.
Payne, G. & Hustler, D.: 1980, ‘Teaching the class: The practical management of a cohort’, British Journal of Sociology of Education 1, 49–66.
Psathas, G.: 1995, Conversation Analysis: The Study of Talk—in—Interaction, Thousand Oaks, Sage Publications.
Psathas, G. & Anderson, T.: 1990, The “practices” of transcription in conversation analysis’, Semiotica 28, 75–99.
Sacks, H.: 1995, Lectures on Conversation, Volumes One and Two, Gail Jefferson (ed.), Blackwell, Cambridge, U.S.A.
Sacks, H., Schegloff, E.A. & Jefferson, G.: 1974, ‘A simplest systematics for the organization of turn—taking for conversation’, Language 50, 696–735.
Schegloff, E.A.: 1995, Introduction, Lectures on Conversation, Volumes One and Two, by Harvey Sacks. Blackwell, Cambridge, U.S.A.
Schegloff, E.A.: 1991, ‘Reflections on talk and social structure’, in D. Boden & D.H. Zimmerman (eds.), Talk and Social Structure: Studies in Ethnomethodology and Conversation Analysis, University of California Press, Berkeley and Los Angeles, 44–70.
Sinclair, J. & Coulthard, R. M.: 1975, Towards an Analysis of Discourse: The English Used by Teachers and Pupils, Oxford University Press, London.
Weber, M.: 1968, Economy and Society, Bedminster Press, New York.
Wittgenstein, L.: 1958, Philosophical Investigations, Macmillan, New York.
Zimmerman, D.: 1988, ‘On conversation: The conversation analytic perspective’, Communication Yearbook/II 10, 406–432.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1997 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Heap, J.L. (1997). Conversation Analysis Methods in Researching Language and Education. In: Hornberger, N.H., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4535-0_21
Download citation
DOI: https://doi.org/10.1007/978-94-011-4535-0_21
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-4935-8
Online ISBN: 978-94-011-4535-0
eBook Packages: Springer Book Archive